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A Gardner

achievethecore.org / Steal These Tools - 33 views

www.achievethecore.org/steal-these-tools

commoncore resources standards reading math CCSS

shared by A Gardner on 15 Jul 12 - No Cached
  • A Gardner on 15 Jul 12
     
    Steal these tools - close reading examples, math shifts
Matt Renwick

Student Engagement and Closing the Opportunity Gap - Reading By Example - 44 views

readingbyexample.com/...nd-closing-the-opportunity-gap

student engagement closing opportunity gap reading example

shared by Matt Renwick on 01 May 16 - No Cached
  • Matt Renwick on 01 May 16
     
    How do we rethink schools today in order to prepare students for an unknown tomorrow?
Jim Aird

California Bill Would Force Colleges to Honor Online Classes - NYTimes.com - 13 views

www.nytimes.com/...s-to-honor-online-classes.html

education online textbooks courses OER classes california colleges

shared by Jim Aird on 14 May 13 - No Cached
  • Jim Aird on 14 May 13
     
    Being in this world I was happy to see our innovations being shared. When I read the comments (unfortunately closed ATM) I became aware of the largely unfavorable reactions to solutions that we are a part of. I was shocked. So many people willing to throw stones and to assign conspiratorial motivations to the "improvements" being introduced.
Mariusz Leś

The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

www.thenerdyteacher.com/...es-project-based-learning.html

Edchat Twitter learning project

shared by Mariusz Leś on 28 Nov 11 - No Cached
  • Mariusz Leś on 28 Nov 11
     
    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
Mark Gleeson

Future proof your Education - 115 views

mgleeson.edublogs.org/...future-proof-your-education

education 21stcenturyskills 21stcenturylearning

shared by Mark Gleeson on 31 Mar 12 - No Cached
  • Mark Gleeson on 31 Mar 12
     
    This blogpost takes a close look at the skills required to be prepared for the future. It discusses the importance of a skills based curriculum rather than a narrow content based one. Its inspiration is a brilliantly designed Prezi focused on Future Proofing Education. A detailed read.
Sydney Lacey

Teacher Magazine: Boys Trail Girls in Reading; Can Fart Jokes Help? - 32 views

www.edweek.org/...boysgirlsreading_ap.html

reading boys gender motivation education

shared by Sydney Lacey on 22 Jul 10 - Cached
  • Sydney Lacey on 22 Jul 10
     
    Parents of reluctant readers complain that boys are forced to stick to stuffy required school lists that exclude nonfiction or silly subjects, or have teachers who cater to higher achievers and girls. They're hoping books that exploit boys' love of bodily functions and gross-out humor can close the gap.
Nigel Coutts

Seven Language Moves for Learning - The Learner's Way - 9 views

thelearnersway.net/...en-language-moves-for-learning

language moves learning learner education teaching

shared by Nigel Coutts on 25 Aug 19 - No Cached
  • Nigel Coutts on 25 Aug 19
     
    Our language choices communicate both intended and unintended messages. In the choices we make, in the subtlety of these choices, lies a truth more powerful than that conveyed by a literal reading of our words. When we look closely and critically at our use of language, we begin to see particular patterns which reveal much about what we genuinely value and expect from our learners. 
anonymous

Shift to the Future: What Kids Say About Blogging - 6 views

www.shift2future.com/...t-kids-say-about-blogging.html

shared by anonymous on 17 Jan 13 - No Cached
    • anonymous
      anonymous on 17 Jan 13
       
      Writing becomes authentic and important because it is something that a 'real' audience is going to see!
  • The cool thing about this is that family members can far more easily be involved in her learning and in providing regular feedback than they could be if her writing was only contained in the traditional paper journal.
    • anonymous
      anonymous on 17 Jan 13
       
      What an easy way to have parental involvement!  This would solve some of that issue of parents not knowing what their children are doing at school or what is going on when the child gets older and more close-lipped.
  • ...5 more annotations...
    • anonymous
      anonymous on 17 Jan 13
       
      Don't we ALL benefit from somebody interacting with us and commenting on our thinking?
  • Grandparents and other relatives rarely have an opportunity to observe or see what their grandchildren are doing in school. The student blogs also allows them to be a part of our classroom community.
    • anonymous
      anonymous on 17 Jan 13
       
      What a wonderful way to connect to folks who are outside the realm of the classroom but still have an interest and care about the student!  :)
    • anonymous
      anonymous on 17 Jan 13
       
      Looked at this class blog.  Wouldn't this be a wonderful exercise?  The teacher could blog, the students could blog on personal level but also have a class blog which is a place for inspiration for writing exercises (thinking like a language arts/writing/reading teacher here) when students don't have their own inspiration/focus for creative writing.   This blog would also be a great place to steal ideas!  :)
    • anonymous
      anonymous on 17 Jan 13
       
      When I visit with teachers and suggest they have students create a web site or blog as an educational tool, often the teacher will tell me he/she doesn't have time to read/monitor that.  However, most teachers have students complete writing assignments and turn them in for a grade - lab reports, essays, reports, etc.  So, wouldn't this also be a way for students to create such assignments?
    • anonymous
      anonymous on 17 Jan 13
       
      This article shows the versatility of the 3rd grade students' blogs - one reported on planet studied, one on animal, etc.  So, it wouldn't have to just be a place for creative writing/online writer's notebook!
Bill Graziadei, Ph.D. (aka Dr. G)

Which Kind of Collaboration Is Right for You? - 1 views

harvardbusinessonline.hbsp.harvard.edu/...article.jsp

collaboration flat hierarchy open closed web2.0 technology education learning elearning

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 20 Dec 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 20 Dec 08
     
    Free online business articles and news at Harvard Business Review. Read a preview of Which Kind of Collaboration Is Right for You?, by Gary P. Pisano, Roberto Verganti.
Gregory Louie

Students tap into technology - Pittsburgh Tribune-Review - 1 views

www.pittsburghlive.com/...s_612698.html

shared by Gregory Louie on 23 Feb 09 - Cached
  • use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
  • Technology is the wave of the future
  • a computer program
  • ...7 more annotations...
  • "Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
  • has just begun incorporating technology
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Uh, no. They have been using 'technology' forever, in the form of, say, books.
  • students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
    • Scott Merrick
      Scott Merrick on 25 Feb 09
       
      I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
    • Ed Webb
      Ed Webb on 26 Feb 09
       
      Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
  • "I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
  • Educational technology does not come cheaply
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The cost of books is astronomical!
  • "Learning is changing,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
    • Gregory Louie
      Gregory Louie on 26 Feb 09
       
      Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
Keith Rowley

Brief meditative exercise helps cognition - 5 views

www.sciencedaily.com/...100414184220.htm

meditation cognition exercise brain mindfulness psychology spirituality personal news

shared by Keith Rowley on 20 Jun 11 - Cached
  • "Simply stated, the profound improvements that we found after just 4 days of meditation training- are really surprising," Zeidan noted. "It goes to show that the mind is, in fact, easily changeable and highly influenced, especially by meditation."
  • The meditation training involved in the study was an abbreviated "mindfulness" training regime modeled on basic "Shamatha skills" from a Buddhist meditation tradition
  • "Findings like these suggest that meditation's benefits may not require extensive training to be realized, and that meditation's first benefits may be associated with increasing the ability to sustain attention,"
  • ...5 more annotations...
  • seems to be strong evidence for the idea that we may be able to modify our own minds to improve our cognitive processing -- most importantly in the ability to sustain attention and vigilance -- within a week's time."
  • Both groups also improved following the meditation and reading experiences in measures of mood, but only the group that received the meditation training improved significantly in the cognitive measures. The meditation group scored consistently higher averages than the reading/listening group on all the cognitive tests and as much as ten times better on one challenging test that involved sustaining the ability to focus, while holding other information in mind. "The meditation group did especially better on all the cognitive tests that were timed," Zeidan noted. "In tasks where participants had to process information under time constraints causing stress, the group briefly trained in mindfulness performed significantly better."
  • participants were instructed to relax, with their eyes closed, and to simply focus on the flow of their breath occurring at the tip of their nose. If a random thought arose, they were told to passively notice and acknowledge the thought and to simply let 'it' go, by bringing the attention back to the sensations of the breath."
  • "The simple process of focusing on the breath in a relaxed manner, in a way that teaches you to regulate your emotions by raising one's awareness of mental processes as they're happening is like working out a bicep, but you are doing it to your brain. Mindfulness meditation teaches you to release sensory events that would easily distract, whether it is your own thoughts or an external noise, in an emotion-regulating fashion.
  • "This kind of training seems to prepare the mind for activity, but it's not necessarily permanent," Zeidan cautions. "This doesn't mean that you meditate for four days and you're done -- you need to keep practicing."
Matt Renwick

Student Engagement and Closing the Opportunity Gap: An Action Plan, Part 1 - Reading By... - 62 views

readingbyexample.com/...nity-gap-an-action-plan-part-1

student engagement opportunity gap action plan

shared by Matt Renwick on 03 May 16 - No Cached
  • Matt Renwick on 03 May 16
     
    The first of two parts of an action plan for increasing student engagement in schools.
Sirkku Nikamaa-Linder

CBI: Our education systems are not delivering - while average performance rises gently,... - 0 views

www.cbi.org.uk/...ion-systems-are-not-delivering

CBI report

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
  • Spending on education accelerated still further after 1997, rising in real terms by 71% by 2010-11.
  • UK ranks among the highest spending OECD countries measured in terms of percentage of GDP on education.
  • ...16 more annotations...
  • but we are being outperformed by nations which spend less.
  • the challenge lies not in what we spend, but in what we do.
  • explanation for the conveyor belt comes not from money, therefore, but from other incentives that schools face.
  • Schools have become used to governments setting blanket targets,
  • We should not be surprised that these drive behaviour – but not always the behaviour that the Department for Education wants.
  • The percentage of pupils gaining five ‘good’ A*-C GCSEs has increased by 50% over the last decade.
  • this should be an indicator of great success
  • has been questioned by many commentators.
  • When we look at whether the improvement on the GCSE metric is general or specific to those close to the grade boundary, it is clear that this measure is driving what is happening in schools.
  • intensive targeting of resources on pupils just below the C grade and/or an increase in teachers’ expertise in ‘teaching to the test’ has been behind  improvements.
  • Whatever the explanation, it doesn’t inspire confidence that the rise in exam grades for average ability candidates really reflects an increase across all groups in mastery of the subjects studied.
  • Narrowly-defined targets like these, based only on exam results subtly inhibit the overall education of young people.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      This is why Finland only has one national test....
  • If an acceptable level is reached, failure among a substantial minority is tolerated.
  • At earlier stages in the system, similar testing frameworks focus school accountability on achieving a certain percentage of pupils reaching a defined average, rather than a focus on absolute attainment.
  • it is possible to dramatically reduce attainment gaps in their primary school populations and raise standards on a broader basis than the UK has managed.
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